Optimize Your Learning: The PACER System for Remembering and Applying What You Read

Justin Sung

Introduction [0:00]

The video introduces a system for remembering information effectively by understanding that learning involves two distinct stages beyond just reading. This system helps not only retain knowledge but also apply it.

Stages of Reading and Learning Goals [0:27]

Learning is divided into two primary stages that must be balanced for effective retention and application:

• Consumption Period: The act of taking in information (e.g., reading, watching lectures).
  • Many people mistakenly focus solely on consuming more information, believing it leads to better memory.
  • Examples include reading faster, watching videos at higher speeds, or binge-listening to audiobooks.
• Digestion Period: The process of retaining and integrating information into long-term memory.
  • This stage is often neglected but is critical for true learning and application.
  • The amount of information that stays in your brain is more important than the amount that goes in.
• The Goal of Remembering:
  • The aim is not to remember everything you read, as exemplified by Kim Peak, who had a superhuman memory but struggled with reasoning and problem-solving.
  • The true objective is to remember what you need to understand, reason, and solve problems, especially at higher levels of learning like university.
  • Without proper digestion, up to 90% of consumed information can be forgotten, making over-consumption inefficient.

    

The PACER System [4:38]

Not all information is equal; it can be categorized into five types using the PACER acronym, each requiring a specific targeted digestion process for effective learning.

• Using the correct process for each category enhances memory and understanding, preventing passive reading and forgetting.
• The core principle is that the consumption and digestion periods must always be balanced; everything consumed must be digested to be retained and used.

  

Procedural Information (P) [5:53]

• Definition: Information that teaches "how to" execute a task or skill.
  • Examples include medical examination techniques, coding, or learning new languages.
• Targeted Process: Practice
  • Apply procedural information in real-life scenarios as early as possible.
  • Avoid wasting time memorizing or extensively note-taking without immediate application, as this information is easily forgotten without practice.

    

Analogous Information (A) [9:30]

• Definition: Information that relates to something you already know or reminds you of prior knowledge.
  • Analogies can bridge new information with existing mental frameworks, making it easier to understand and remember.
  • This includes connections between different concepts within the same field of study.

    

• Targeted Process: Critique
  • Critically examine the analogy by asking:
    • How are these concepts specifically related or similar?
    • How are they different?
    • In what situations does this analogy break down or become inaccurate?
    • Is there a better analogy, or can the existing one be refined?
  • This critical evaluation strengthens retention and depth of understanding by integrating new information into an existing knowledge network.

    

Conceptual Information (C) [15:18]

• Definition: Information that explains "what" something is.
  • Includes facts, explanations, theories, principles, relationships between concepts, and potential applications.
  • This forms the majority of knowledge in many academic and scientific fields.
• Targeted Process: Mapping
  • Use nonlinear, network-based note-taking methods like mind mapping.
  • This approach helps recreate the interconnected network of knowledge that experts possess, rather than a linear, sequential understanding from textbooks.
  • Mapping forces you to consider not only individual facts but also how they connect to form a larger picture.
  • If there's no time to map, it's better to consume less information to maintain balance between consumption and digestion.

    

Evidence Information (E) [19:32]

• Definition: Information that makes conceptual knowledge more concrete and supported.
  • This includes detailed facts, statistics, case studies, or examples used to prove or illustrate a conceptual point.
• Targeted Process: Store and Rehearse
  • Store: Collect and note this information immediately upon identification.
    • Options include adding to a conceptual map, a second brain system (e.g., Notion, Obsidian), flashcards, or a dedicated document.
  • Rehearse: At a later time (e.g., end of day/week), actively practice using the information.
    • Think about how the evidence will be applied: problem-solving, answering detailed questions, creating explanations, teaching others, or writing essays that use it as support.

      

Reference Information (R) [22:27]

• Definition: Nitty-gritty, specific details that do not significantly alter conceptual understanding, are not procedural, and are not analogous. This information may be needed for recall later.
  • Examples: Exact mathematical constants, specific gene names, names of molecules, or lists of attributes in coding.
• Targeted Process: Store and Rehearse
  • Store: Immediately dump this information into a dedicated system, such as flashcards (e.g., Anki with spaced repetition) or a second brain system.
  • Rehearse: Focus on direct fact recall. Since this information is often isolated, flashcards are highly effective for rehearsing.
• Distinction from Evidence: The key difference lies in how the information is used. Evidence is applied to support broader conceptual understanding and problem-solving, while reference information is typically for direct recall of isolated facts. Avoid extensive memorization of reference material during consumption; prioritize time for Procedural, Analogous, and Conceptual learning.

Putting It All Together [25:12]

The key to retaining a high level of knowledge from what you read is to maintain a balance between the consumption and digestion periods. By correctly identifying the type of information using PACER and applying the appropriate targeted digestion process, learners can significantly improve their retention, understanding, and ability to apply knowledge efficiently. This systematic approach forms a foundational element of high-performing learning.